OPINIONS

Grammar curiosities (and some nonsense) 9: the present continuous
It is curious how grammar is sometimes divided up. For example, while most teachers nowadays are quite happy to section
Read more.
Grammar nonsense (and some curiosities) 8: short answers and auxiliaries
Following on from the previous post about the way the syllabus in most Beginner-level books is constructed, one of the
Read more.
Grammar nonsense 7: the syllabus for Beginners
It’s been quite a while since we last published a post in this particular series. Writing both a Beginner-level book
Read more.
Translation: Tackling the Taboo part 2
In the first post on tackling the taboo that surrounds using any form of translation in the language classroom, I
Read more.
Translation: tackling the taboo
As a native speaker teacher working in a multi-lingual teaching context in the UK, I am perhaps an unlikely convert
Read more.
Putting our words to work: rethinking Teacher Talking Time
English Language Teaching loves a good acronym. There’s ELT to begin with and then, of course, there’s EFL – English
Read more.
Putting your principles into practice: lexical teaching in the age of eclecticism
Eclectic or just confused? As teachers, we’re often told that we’re now living in a post-method world and that we
Read more.
From student writer to subject authority: a social semiotic approach to EAP
In this post, I shall be proposing that an exploration of the positioning of writers within texts, coupled with an
Read more.
Teaching deaf, hard of hearing and visually impaired students
As someone who spends a fair amount of time meeting and working with teachers in different contexts, I get asked
Read more.
Grammar nonsense 6: future forms
“It is a truth universally acknowledged that EFL students attending a class must be in want of a good grammar
Read more.